Geronimos Cadillac Lessons for Learning Object Repositories

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Geronimos Cadillac Lessons for Learning Object
Repositories
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Sergeant, sergeant, dont you feel Theres
something wrong with your automobile Governor,
governor, aint it strange They didnt have no
cars on the Indian range Geronimos Cadillac -
Michael J. Murphy
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Common Themes

• E-learning, IPR DRM - same problem space
• Process Change
• Organisational Models
• Pedagogy
• Systems Theory
• Software Engineering
• Mental Models
• The Political Economy of E-Learning
• IPR DRM - as a locus for change

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• The current situation can best be described as
  high-level ambitions with poor implementation
• (van der Klink Jochems, 2004, pp 151)

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Key Points

• Attempts to implement e-learning are revealing
  underlying problems in structure and and culture
  e-learning as a reification agent (Pollock
  Cornford, 2000)
• What does this mean? - much of what is assumed is
  incorrect (UK e-U)
• These technologies carry a strong organisational
  and pedagogical model - to use them you have to
  change (Freisen, 2004)
• E-learning will be ineffective without the
  necessary changes in the structure of
  institutions and changes to working practices
• Main obstacles are philosophical, pedagogical,
  political, and organisational - the technical
  issues are comparatively minor
• Current concentration on technical issues is a
  displacement activity

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• What has this got to do with IPR DRM?
• shares many of the general problems associated
  with e-learning in general particularly the
  largely unexplored area of organisational change
  and development.
• acts as a lightening conductor to bring to the
  surface many difficult problems
• ownership
• power
• control
• status
• IPR DRM as an enabler, as a locus

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A Systems Approach is Required - Big Picture
Stuff!
Pedagogical framework, educational setting,
organisational context From Effective networked
learning in higher education notes and
guidelines, Lancaster University JISC JCALT
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• Lots of guidance already exists
• Laurillard, Twigg, Ramsden, Postle, Goodyear et
  al,
• Tradition, dominant groups and vested interests
  will delay and obstruct the adoption and
  dissemination of new knowledge as the history of
  science shows (Kuhn, 1996).
• Needs top-down action

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Here and There.
Here
There
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A Mirror Image of E-Learning
senior management engaged
Functional
accurate MIS information
teaching and research separate
management by analysis
long-term
techno-sceptic
systematic
sustainable
evaluation
collective
core business
design once use many
E-learning
no evaluation
design once use once
techno-fetish
individual
Business not understood
unsustainable
short-term
management by budget
fragmented
Dysfunctional
teaching and research conflated
enterprise rhetoric but no decent MIS
senior management disengaged
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Tools to Support a Systems Approach
Fig. 2 Basic Analysis and Audit Tool Derived from
the Model
derived from van der Klink Jochems, 2004
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The Future of E-learning?
Geronimo, last free leader of the Apache nation
agreed to a peace treaty and was sent to live on
a reservation. As a peace offering the US
government made a gift to Geronimo of what was at
that time one of the most advanced items of
technology they had a new Cadillac motor car.
Geronimo was forced to pose in it for photographs
but after this the car was used as a chicken
coop. www.digitalinsite.co.uk
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References

• van der Klink, M., Jochems, W. (2004)
  Management and organisation of integrated
  e-learning in Integrated E-Learning implications
  for pedagogy, technology and organisation,
  Jochems, W., van Merriënboer, J., and Koper, R.,
  Routledge Falmer, London,
• Pollock, N. Cornford, J. 2000. Theory and
  Practice of the Virtual University report on UK
  universities use of new technologies. In ARIADNE
  issue 24. http//www.ariadne.ac.uk/issue24/virtual
  -universities/
• Twigg, C (2005) Keynote Summary Improving
  Learning and Reducing Costs - New Models for
  Online Learning in the ALT-C 2005 conference,
  ALT-C, UK. http//www.alt.ac.uk/altc2005/keynotes.
  htmlcarol
• Goodyear, P., et al (2001) Effective Networked
  Learning in Higher Education Notes and
  Guidelines, by The Centre for Studies in Advanced
  Learning Technology Lancaster University
  Commissioned by JISC and available at
  http//csalt.lancs.ac.uk/jisc/guidelines.htm
• Friesen, N. (2004) Three Objections to Learning
  Objects and E-Learning Standards. In McGreal, R.
  (Ed.) Online Education Using Learning Objects.
  London Routledge. Pp. 59-70. Draft version
  online at http//www.learningspaces.org/n/papers/
  objections.html

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References

• Ramsden, P. 1991. Learning to Teach in Higher
  Education, Routledge, London
• Postle et al, (2003) Online Teaching and Learning
  in Higher Education A Case Study, by the
  University of Southern Queensland, Australia,
  available from the Australian Government web site
  at http//www.dest.gov.au/sectors/higher_educatio
  n/publications_resources/other_publications/online
  _teaching_and_learning_in_higher_education.htm
• Laurillard, D., (1994) Rethinking University
  Education, Routledge and Falmer